Citizenship education in civics textbooks in the Japanese junior high school curriculum

This article discusses the types of citizenship education that are included in a sample of Japanese junior high school civics textbooks. Seven civics textbooks that have been authorized by the Ministry of Education for use in junior high school from the 2012 academic year were analysed in the context of fundamental issues in citizenship education and the national curriculum guidelines in Japan. In contrast to some previously published research, it is argued that the textbooks encourage, to a limited extent, active, participatory approaches by students with exercises and practical tasks to help students develop skills and gain the understanding required to live in contemporary society. It is suggested that the textbooks place some limitations on active learning especially in relation to students' political participation and that they reflect the struggle Japan is experiencing in the search for an inclusive national identity. Further work may serve to clarify the nature of potential contributions to citizenship education including that associated with students' involvement in whole school issues.     

Voices from Spanish students with disabilities: willpower and effort to survive university

This article analyses the university experiences of 44 students with disabilities. The voices of Spanish students describe the reasons that lead them to choose a given university degree, their transition in the university, the perception they have of themselves as students and how they evaluate their academic results. This study was done with the biographical-narrative methodology using several different data collection techniques, such as narrative interviews, lifelines and photographs. Data analysis was based on an inductive coding system. The results of this study have enabled us to conclude that most of the students chose their degree course because they had a vocation for it, although their disability also influenced their decision. Some students had such a hard time during their first year that they had to change their course of studies. They thought they had to make a stronger effort than the rest of their fellow students, defined themselves as fighters and survivors, and valued this willpower as their main personal asset, above the outcome achieved.     

田野调查与历史研究——中国史研究为中心

文章以中国史研究为中心,分析了当前日本中国明清史研究的前沿与方法,探讨了田野调查与历史研究的关系,强调历史研究要加强田野调查方法的使用。     

‘We aren’t heroes,we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity

The partial results of ongoing research in the ‘University Barriers and Aids Identified by Students with Disabilities’ Project are presented. This four-year study (2011–2014) was carried out by a University of Seville research team with lecturers from a variety of fields and areas of knowledge (Educational Sciences, Economics, Health Sciences and Experimental Sciences). The general aim was to discover, from listening to the students themselves, barriers and aids they identified as affecting access, academic performance and overall perception of their higher education experience. The biographical narrative method, which allows the participants to talk freely about themselves without silencing their subjectivity, was used. This information was acquired by data collection techniques, such as in-depth interviews, observations, photographs and interviews with key persons in the life of each student. A structural analysis was implemented using an inductive system of categories and codes included in the MaxODA10 data analysis program. This study revealed the most personal and private feelings of the participants as they discussed such things as their perception as students, identification of disabilities or their strategies for facing ‘adversities’. The discourse revealed higher education as a privileged scenario in which they are socially included and able to reinvent an identity that may have deteriorated during other stages of their education.     

What if we could Imagine an Ideal University? Narratives by Students with Disabilities

This article presents the results of a project entitled, ‘Analysis of University Barriers and Aids Identified by Students with Disabilities’, carried out in a Spanish University. The study used the biographical–narrative methodology, which emphasises the importance of people talking about themselves without silencing their subjectivity. Different types of data collection instruments, such as biographic interview, timelines and photography, were employed to acquire this information. The Results section presents proposals made by students with disabilities which could contribute to developing a more inclusive university. Some of their suggestions were that students with disabilities should be better informed and oriented, academic staff should be better trained to favour their educational inclusion, the settings and infrastructures should be accessible, and universities should be prepared to deal with people with disabilities. The conclusions discuss the main findings of the analysis, comparing them with other previous studies, and making some proposals that help universities progress towards inclusive education.     

Modelling error distribution in the ground reaction force during an induced-acceleration analysis of running in rear-foot strikers

The objective of this study was to develop and evaluate a methodology for quantifying the contributions of modelling error terms, as well as individual joint torque, gravitational force and motion-dependent terms, to the generation of ground reaction force (GRF), whose true value can be measured with high accuracy using a force platform. Dynamic contributions to the GRF were derived from the combination of (1) the equations of motion for the individual segments, (2) the equations for constraint conditions arising from the connection of adjacent segments at joints, and (3) the equations for anatomical constraint axes at certain joints. The contribution of the error term was divided into four components caused by fluctuation of segment lengths, geometric variation in the constraint joint axes, and residual joint force and moment errors. The proposed methodology was applied to the running motion of thirteen rear-foot strikers at a constant speed of 3.3?m/s. Modelling errors arose primarily from fluctuations in support leg segment lengths and rapid movement of the virtual joint between the foot and ground during the first 20% of stance phase. The magnitudes of these error contributions to the vertical and anterior/posterior components of the GRF are presented alongside the non-error contributions, of which the joint torque term was the largest.     

日本细菌战在浙江危害深重——一宗刻骨铭心的调查

“我家11口人当中,有8人就是由于日本的细菌战而感染了鼠疫死去,我父亲发出像狮子那样的嗷嗷的吼叫声,极其痛苦地死去。母亲也是痛苦至极,手乱挠床铺,指甲剥离了,满手淌着鲜血死去。……唉……我已不愿回想那时的情形了!不想说了!……”这是浙江省义乌市崇山村村民王荣良一面拭着涌出的眼泪,一面向我诉说的话。1991年的夏天,对我来说是第一次与细菌战受害者的令人震撼的会见。 那一年我为了调查崇山村的细菌战危害,第一次踏上浙江省。通过那次与崇山村村民们令人震撼的会见,使我强烈地认识到日本人必须承担的战争责任是多么重大,同时立下了这样的决心:“无论如何必须查明并揭露细菌战的事实!”     

Higher education inclusivity: when the disability enriches the university

ABSTRACT

This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for developing inclusive pedagogy. We conducted a progressive analysis of the data using a system of categories and codes. The results describe the motivations that drove the participants to respond to the needs of students with disabilities, the personal and professional impact posed by the challenge of adjusting the teaching and learning processes, and the perceptions of the faculty members toward the contributions of these students to the university. In the conclusions section, we delve into the need of universities to embrace inclusivity. The data provided by this study reveal that disability can be a valuable asset in a university context that dissociates from the deficit lens and acknowledges that all students are important and able to learn when the attitudes and conditions are appropriate.     

滨海新区软土地基工程特性的分析

软土地基的处理质量是保证建筑物安全、高效运营的关键。也直接影响到地基的基础承栽力。本文通过对绍兴滨海地区的地基基础形式进行调查、分析与评价,给出了软土地基的定义、现状和出现的问题,对软土地基常用处理方法的加固机理、适用范围、施工工艺等方面进行研究分析。也给出了相应的建议,为今后绍兴滨海地区地基基础处理提供参考。